Writing Content Category Table
Grade / 3 / 5 / 6 / 8State Goal 3 – Writing
Standard 3A – Grammar, Sentence Structure, Spelling, Punctuation, and Capitalization / 9% / 9% / 9% / 9%
Grammar and Sentence Structure / 4% / 4% / 4% / 4%
Spelling / 2% / 2% / 2% / 2%
Punctuation and Capitalization / 3% / 3% / 3% / 3%
Standards 3B, 3C – Composition / 91% / 91% / 91% / 91%
Expository / 91% / 91%
Focus / 18% / 18%
Support / 18% / 18%
Organization / 18% / 18%
Integration / 37% / 37%
Persuasive / 45.5% / 45.5%
Focus / 9% / 9%
Support / 9% / 9%
Organization / 9% / 9%
Integration / 18.5% / 18.5%
Narrative / 45.5% / 45.5%
Focus / 9% / 9%
Elaboration / 9% / 9%
Organization / 9% / 9%
Integration / 18.5% / 18.5%
Total / 100% / 100% / 100% / 100%
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Illinois Writing Assessment Framework for Grades 3, 5, 6, and 8 | State Assessments Beginning Spring 2007
Writing – State Goal 3
Grade 3 / Grade 5 / Grade 6 / Grade 8STANDARD 3A – GRAMMAR, SENTENCE STRUCTURE, SPELLING, PUNCTUATION, AND CAPITALIZATION
Grammar and Sentence Structure
4% / 4% / 4% / 4%
3.3.01 Write complete sentences (e.g., avoid fragments and run-on sentences). / 3.5.01 Write complete sentences (e.g., avoid fragments and run-on sentences). / 3.6.01 Write complete sentences (e.g., avoid fragments and run-on sentences). / 3.8.01 Write complete sentences (e.g., avoid fragments and run-on sentences).
3.3.02 Use the correct form of regular verbs. / 3.5.02 Use the correct form of regular and irregular verbs. / 3.6.02 Use the correct form of regular and irregular verbs. / 3.8.02 Use the correct form of regular and irregular verbs.
3.3.03 Write a variety of sentences (e.g., simple and compound). / 3.5.03 Write a variety of sentences (e.g., simple, compound and complex). / 3.6.03 Write a variety of sentences (e.g., simple, compound and complex). / 3.8.03 Write a variety of sentences (e.g., simple, compound and complex).
3.3.04 Use correct subject-verb agreement. / 3.5.04 Use correct subject-verb agreement. / 3.6.04 Use correct subject-verb agreement. / 3.8.04 Use correct subject-verb agreement.
3.3.05 Use pronouns correctly. / 3.5.05 Write sentences with correct pronoun-antecedent agreement. / 3.6.05 Write sentences with correct pronoun-antecedent agreement. / 3.8.05 Write sentences with correct pronoun-antecedent agreement.
3.3.06 Demonstrate grade-appropriate use of the various parts of speech. / 3.5.06 Demonstrate grade-appropriate use of the various parts of speech. / 3.6.06 Demonstrate grade-appropriate use of the various parts of speech. / 3.8.06 Demonstrate grade-appropriate use of the various parts of speech.
3.3.07 Use consistent verb tense in sentences (e.g., avoid “I took a bath and then I brush my teeth.”). / 3.5.07 Use consistent verb tense. / 3.6.07 Use consistent verb tense. / 3.8.07 Use consistent verb tense.
Spelling
2% / 2% / 2% / 2%
3.3.08 Spell grade-appropriate words correctly. / 3.5.08 Spell grade-appropriate words correctly. / 3.6.08 Spell grade-appropriate words correctly. / 3.8.08 Spell grade-appropriate words correctly.
Writing – State Goal 3
STANDARD 3A – GRAMMAR, SENTENCE STRUCTURE, SPELLING, PUNCTUATION, AND CAPITALIZATION
Punctuation and Capitalization
3% / 3% / 3% / 3%
3.3.09 Capitalize words correctly (based on grade-appropriate rules). / 3.5.09 Capitalize words correctly (based on grade-appropriate rules). / 3.6.09 Capitalize words correctly (based on grade-appropriate rules). / 3.8.09 Capitalize words correctly (based on grade-appropriate rules).
3.3.10 Use correct end punctuation. / 3.5.10 Use correct end punctuation. / 3.6.10 Use correct end punctuation. / 3.8.10 Use correct end punctuation.
3.3.11 Use grade-appropriate commas correctly. / 3.5.11 Use grade-appropriate commas correctly. / 3.6.11 Use grade-appropriate commas correctly. / 3.8.11 Use commas joining two independent clauses.
3.3.12 Use grade-appropriate apostrophes correctly. / 3.4.12 Use grade-appropriate apostrophes correctly. / 3.6.12 Use grade-appropriate apostrophes correctly. / 3.8.12 Use grade-appropriate apostrophes correctly.
3.3.13 Use quotation marks in direct quotations. / 3.5.13 Use quotation marks in direct quotations. / 3.6.13 Use quotation marks in direct quotations. / 3.8.13 Use quotation marks in direct quotations.
Writing – State Goal 3
EXPOSITORY COMPOSITION
Write an expository composition explaining or interpreting a specific topic based upon background experiences or information provided in the prompt.
Expository (Focus)
The clarity with which a composition presents and maintains a clear main idea or point view
18% / 18%
3.3.14 Set the purpose of the composition through a thematic introduction or specific preview. (If previewed, address each point.) / 3.5.14 Set the purpose of the composition through a thematic introduction or specific preview. (May be achieved inductively in the composition.)
3.3.15 Maintain logic throughout. / 3.5.15 Maintain logic throughout.
3.3.16 Write a closing that relates to the topic. (May be a restatement of points in the introduction.) / 3.5.16 Write an effective closing that relates to the topic. (May be a restatement of points in the introduction.)
Expository (Support)
The degree to which the main point or position is supported and explained by specific details and reasons
18% / 18%
3.3.17 Use well chosen words that suit the message and occasion. / 3.5.17 Use well chosen words that suit the message and occasion.
3.3.18 Include specific details to support major points. / 3.5.18 Include specific details to support major points.
3.3.19 Build and connect ideas to create depth. / 3.5.19 Build and connect ideas to create depth.
3.3.20 Maintain consistent voice throughout. / 3.5.20 Maintain consistent voice throughout.
Writing – State Goal 3
EXPOSITORY COMPOSITION
Write an expository composition explaining or interpreting a specific topic based upon background experiences or information provided in the prompt.
Expository (Organization)
The clarity of the logical flow of ideas and the explicitness of the text structure or plan (coherence and cohesion)
18% / 18%
3.3.21 Include evident structure (beginning, middle, and end). / 3.5.21 Include clear structure (beginning, middle, and end).
3.3.22 Use appropriate paragraphing for major points. / 3.5.22 Use appropriate paragraphing for major points.
3.3.23 Use basic transitions to connect sentences and paragraphs. / 3.5.23 Use appropriate transitions to connect sentences and paragraphs.
3.3.24 Vary sentence structure. / 3.5.24 Vary sentence structure.
Expository (Integration)
Evaluation of the composition based on a focused, global judgment of how effectively the composition as a whole fulfills the assignment
37% / 37%
3.3.25 Fully develop the composition for grade level. / 3.5.25 Fully develops the composition for grade level.
3.3.26 Include a clear, purposeful focus and voice. / 3.5.26 Include a clear, purposeful focus and voice.
3.3.27 Write in-depth support. / 3.5.27 Write in-depth, balanced support.
3.3.28 Achieve coherence and cohesion / 3.5.28 Achieve coherence and cohesion throughout the composition.
Writing – State Goal 3
PERSUASIVE COMPOSITION
Write a persuasive composition by taking a position on a topic and developing one side of the argument.
Persuasive (Focus)
The clarity with which a composition presents and maintains a clear main idea or point view
9% / 9%
3.6.14 Set the purpose of the composition through a thematic introduction, specific preview, or more sophisticated strategy. (May be achieved inductively in the composition.) / 3.8.14 Write a sophisticated opening through the use of anecdotes, quotations, definitions, personal appeals or other effective strategies.
3.6.15 Maintain logic throughout. / 3.8.15 Clearly maintain logic and position throughout.
3.6.16 Write an effective closing that relates to the topic. (May be a restatement of points in the introduction.) / 3.8.16 Write an effective closing which unifies the essay.
Persuasive (Support)
The degree to which the main point or position is supported and explained by specific details and reasons
9% / 9%
3.6.17 Use well chosen words that suit the message and occasion. / 3.8.17 Use well chosen words that suit the message and occasion.
3.6.18 Include specific details to support major points. / 3.8.18 Use multiple strategies to develop support. (e.g., explanation, evidence, examples)
3.6.19 Build and connect ideas to create depth. / 3.8.19 Build and connect ideas to create depth.
3.6.20 Develop key points evenly (to the same degree of specificity). / 3.8.20 Develop key points evenly (to the same degree of specificity).
3.6.21 Maintain consistent voice throughout. / 3.8.21 Maintain consistent voice throughout.
Writing – State Goal 3
PERSUASIVE COMPOSITION
Write a persuasive composition by taking a position on a topic and developing one side of the argument.
Persuasive (Organization)
The clarity of the logical flow of ideas and the explicitness of the text structure or plan (coherence and cohesion)
9% / 9%
3.6.22 Include a clear structure (beginning, middle, and end). / 3.8.22 Include a clear structure (appropriate to purpose).
3.6.23 Use appropriate paragraphing for major points. / 3.8.23 Use appropriate, purposeful paragraphing for major points.
3.6.24 Use appropriate transitional words and phrases to connect and unify sentences and paragraphs. / 3.8.24 Connect sentences and paragraphs through effective and varied transitions and other devices (e.g., repetition, pronouns, synonyms, parallel structure).
3.6.25 Vary sentence structure. / 3.8.25 Vary sentence structure and word choice.
Persuasive (Integration)
Evaluation of the composition based on a focused, global judgment of how effectively the composition as a whole fulfills the assignment
18.5% / 18.5%
3.6.26 Fully develop the composition for grade level. / 3.8.26 Fully develop the composition for grade level.
3.6.27 Include clear, purposeful focus and voice. / 3.8.27 Include clear, purposeful focus and voice.
3.6.28 Write in-depth, balanced support. / 3.8.28 Write in-depth, balanced support.
3.6.29 Develop lines of reasoning coherently and cohesively throughout the composition. / 3.8.29 Develop lines of reasoning coherently and cohesively throughout the composition.
Writing – State Goal 3
NARRATIVE COMPOSITION
Write a personal narrative composition recounting and reflecting upon a significant experience, describing the action that occurs and the reactions of the participants involved.
Narrative (Focus)
The clarity with which a narrative composition presents and maintains a unifying event or theme
9% / 9%
3.6.30 Maintain the subject and unifying event with the event commented upon by the end of the composition. / 3.8.30 Clearly set the purpose of the composition through a successful introduction strategy.
3.6.31 Include relevant reactions to the unifying event. / 3.8.31 Include reactions that are effectively connected to the unifying event.
3.6.32 Write an effective closing. / 3.8.32 Write an effective closing which unifies the writing.
Narrative (Elaboration)
The degree to which the event is elaborated by specific details, descriptions, and reactions
9% / 9%
3.6.33 Develop major episodes/reactions with specific details and examples. / 3.8.33 Develop all major episodes/reactions with specific details and examples (developed to the same degree of specificity).
3.6.34 Describe relevant reactions to the unifying event. / 3.8.34 Describe events/reactions through multiple strategies (e.g., points of view/perspective, others’ reactions, dialogue, etc.).
3.6.35 Use specific words to describe the event/reactions. / 3.8.35 Write an effective closing which unifies the writing.
3.6.36 Maintain consistent voice throughout. / 3.8.36 Use specific words to describe the event/reactions.
3.8.37 Maintain consistent voice throughout.
Writing – State Goal 3
NARRATIVE COMPOSITION
Write a personal narrative composition recounting and reflecting upon a significant experience, describing the action that occurs and the reactions of the participants involved.
Narrative (Organization)
The clarity of the logical flow of an experience and/or movement of an event through time (coherence and cohesion)
9% / 9%
3.6.37 Write a sequence of episodes that move through time with a beginning, a middle, and an end without noticeable gaps. / 3.8.38 Write a sequence of episodes that move through time with a beginning, a middle, and an end without gaps.
3.6.38 Use appropriate paragraphing. / 3.8.39 Use appropriate, purposeful paragraphing (follow narrative structure).
3.6.39 Use effective and varied devices to demonstrate coherence and cohesion (e.g., transitions, parallel structure, pronouns, etc.). / 3.8.40 Use effective and varied devices to demonstrate coherence and cohesion (e.g., transitions, parallel structure, pronouns, etc.).
3.6.40 Vary sentence structure to produce cohesion. / 3.8.41 Present and interrelate episodes and reactions logically.
3.8.42 Vary sentence structure to produce cohesion.
Narrative (Integration)
The evaluation of the composition based on a focused, global judgment of how effectively the composition as a whole fulfills the assignment
18.5% / 18.5%
3.6.41 Fully develop the composition for grade level. / 3.8.43 Fully develop the composition for grade level.
3.6.42 Maintain a clear and purposeful focus, an in-depth, balanced elaboration, and a consistent voice. / 3.8.44 Maintain a clear and purposeful focus, an in-depth, balanced elaboration, and a consistent voice.
3.6.43 Develop a sequence of episodes coherently and cohesively throughout. / 3.8.45 Develop a sequence of episodes coherently and cohesively throughout.
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Illinois Writing Assessment Framework for Grades 3, 5, 6, and 8 | State Assessments Beginning Spring 2007